新编高一上 unit7 教案

新编高一上 unit7 教案（精选2篇）

新编高一上 unit7 教案 篇1

科目：英语 题目：Cultural relics

授课班级： 授课教师：罗晓兵(1-4) 刘应清(5-6)

电子教案设计老师：胡章盛 课时数：8课时(7-8考试)

日期：11月18日

Teaching plan

Unit 7 SB1A Cultural relics

Teaching aims and demands:

1.Master the main contents of the unit by listening, speaking, reading and writing.

2.Get to know the world cultural relics and know how to protect them.

3.Learn to give advice and make suggestion

4.Learn to use the Present Perfect Passive Voice

The main points of teaching:

Words and expressions, listening, speaking, communications

The difficult points of teaching:

The key phrases, sentence patterns, communications and grammar (The Passive Voice 1) Time arrangement:

The 1st period: Warming up, listening and speaking (WB Listening P 121)

The 2nd and 3rd periods: Pre-reading, reading, post-reading {WB Talking, Writing}

The 4th period: Language study (WB Grammar)

The 5th period: Integrating skills, tips (Vocabulary)

The 6th period: Checkpoint 7 (Integrating skills, assessing)

The 7th period: Exam

The 8th Period: Explanation

Teaching process:

The 1st period(第一课时)

Step One Warming up

1. Answer the following questions.

1)Have you been to any famous places in our country or in the world?

2)Where have you been?

3)Can you tell us the reason why you went there?

4)What do you think of the place you visited?

5)Do the people there protect the place well?

2.Talk about pictures:

Now look at the pictures on Page 43 and talk about these pictures.

1)What do you know about the places in the pictures?

2)Do you know any stories about the places?

3)Which one would you like to visit? Why?

4)What do they have in common?

5)Are they important to us today? Why?

6)Can you tell us how to protect them?

7)Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?

Step Two Listening

1. Listen to the tape, know about some cultural sites and place a few objects in the proper places, using cues from the listening. (This work can be done after class.)

1)Put the statues in the right places.

2)Put the temple and the museum in the right place.

3)Put the Moon Tower in the right place.

2. Listen to the tape and list reasons why the sites are important and what is being done to protect them.

Step Three Speaking

1. Work in pairs to prepare a “Chinese Culture Capsule”----an imaginary large box which will be sent into space, according to the instruction

2. Act out the dialogues made by the students, paying attention to asking for suggestions and making suggestions.

3. Fill in the chart on Page 44 after class.

The language points

1. cultural adj. ---about the art, ideas and way of life of a group of people 文化的

e.g. Wuchang is the cultural center in the city of Wuhan.

cultural traditions

cultural differences

cultural and educational work

culture n.

2.represent v.t. ---to act officially for (another person or people) 代表

---describe; declare to be (as) 描述;声称

e.g. Can you represent your parents at the meeting?

He represented himself as a friend of mine, but now I know the truth.

3. include v.t. ---make sb. or sth. part of a group 包括

e.g. Eight students have read the book, including Tang Ling.

Compare: contain v.t. ---to hold, have within itself 包含;含有

e.g. The book contains all the information you need.

Homework

Workbook Listening Ex. 1 and Ex. 2 (P121)

The 2nd period(第二课时)

Step One Revision

1.Check the chart in which the students filled after class on Page 44.

2.Check Exercise 1 and Exercise 2 on Page 121.

Step Two Pro-reading

1.Show the Ss some pictures about some great cities, like Paris and Beijing and then ask some questions about them.

1)In your opinion, what makes a city great?

2)What are your favorite cities? Why?

3)What cultural relics are there in the place where you live?

4)How important are they?

2.Discuss the questions above in pairs or in groups.

3.The teacher may check the students’ answers and help them.

Step Three Reading

1.Read the passage quickly and then answer the following.

1)What is the name of the city?

2)Who are the heroes of the city?

3)What is the difference between “A City of Heroes” and “Heroes of a City”?

4)Where has the city been built?

5)Who tried to destroy the city?

6)What did the Germans do as they left?

7)Is the city great? / What do you think of the city?

8)How about its people?

2.Read the text again and sum it up.

1)Speak out what the text implies.

2)Please point out the topic sentence of each paragraph.

3)Sum up what the text tells us in each paragraph.

Step Four Post-reading

Read the text again and finish the exercises.

Homework

Workbook Talking(P121---122)

The 3rd Period(第三课时)

Step One Revision

1.Check the homework

2.Retell the text by the students.

Step Two Deal with the language points in the text

1.give away ---give freely; distribute; act so that sth. is lost: 赠送; 分送; 泄露

give back ---restore; send back: 恢复; 归还

give in ---surrender; yield; stop fighting or arguing: 投降; 屈服; 终止争吵或辩论

give off ---send out(vapor, smoke, etc.): 放出(蒸气,烟等)

give out ---distribute; tired out; send out(smell, heat etc.)分发;精疲力竭;发出(气味,热等)

give up ---resign; stop(doing sth.); surrender(oneself) to sb. 放弃; 停止(做某事);使(自己)向某人屈服

give way to ---abandon oneself (to); retire: 放弃; 后退

2.burn v.t., v.i. & n. --- destroy, or hurt by fire, heat, or the action of acid 烧/焚毁, 烧焦/伤

e.g. The coffee is very hot, don’t burn your mouth.

Wood burns easily.

All the lights were burning .

He was burning with anger.

3.restore v.t. ---rebuild as before; make well or again 修复,重建; 复归

e.g. The workers are restoring a ruined abbey.

Law and order have been restored.

4.be used to do sth.

be used to doing sth.

get used to doing sth.

used to do sth.

5.beauty n.(u) (c)

e.g. Everyone must admire the beauty of a mother’s love.

We are always finding new beauties in Shakespeare’s poetry.

She is known as a great beauty.

6.unite v.t. & v.i. ---make or become one; join; act or work together联合;结合;协力

e.g. Unite to win still greater victories.

Unite all the forces that can be united.

Homework

Writing (P126)

The 4th Period(第四课时)

Step One Revision

Revise the Present Perfect Tense.

Step Two Word study

1. Rewrite the following sentences using the words formed by the prefix “re-”.

1) He drank the coffee at one mouthful, and filled his pot again.

2) After three hours’ terrible fight, they gained the control of the top of the hill again.

3) With the disappearance of SARS, some theatres and restaurants opened again.

4) The students are asked to tell the text again in their own words.

5) I think all of us need to think again about our attitudes toward the public health after SARS.

2. Do Ex. 1.

3. Do Ex. 2.

Step Three Grammar

The Present Perfect Passive Voice

1. Forming: To form the Present Perfect Passive Voice, use has/have been done.

2. Directions:

A. The Present Perfect Passive Voice gives the idea that something happened before now, having the effect to now (the exact time is not important).

e.g. The palace has been rebuilt by modern Russian artists.

Something has been done to protect the cultural relics in this village.

B. The Present Perfect Passive Voice gives the idea that something started to happen in the past, but it has been finished just now.

e.g. The classroom has not been cleaned for three days.

The building has been built for more than a year.

Step Four Practice

1.Rewrite the sentences in Ex. 1 using the Present Perfect Passive Voice. (P47)

2.Read the two news stories in Ex. 2 and fill in the blanks with the correct form of the verbs, using the Passive Voice. (P47)

Language Points

1.damage n. ---harm or injury that causes loss of value 损害; 损毁(使失去价值)

v.t. ---cause damage to 使受损害; 损坏

e.g. The storm did great damage to the crops.

The furniture was damaged in the fire yesterday.

*Compare: destroy v.t.---break to pieces; make useless; put an end to 毁灭;毁坏;破灭

e.g. Don’t destroy that box; it may be useful.

All his hopes were destroyed.

2.ancient adj. ---belonging to times long past; very old 古代的; 远古的;很旧的

e.g. an ancient city 古城

ancient ruins 古遗址

ancient history 古代史

an ancient-looking hat 一顶样子很旧的帽子

3. repair v.t. ----restore(sth. worn or damaged) to good condition 修理

----put right again 补救; 纠正

e.g. repair the roads (a puncture, a watch, a shirt) 修路(补洞,修表,补衬衣)

n. ----repairing or being repaired 修理

e.g. The road is under repair.

The shop will be closed during repairs.

Similar words: fix, mend

Homework

Grammar Exercises 1 and 2 (P47)

The 5th Period(第五课时)

Step One Revision

Check the homework (P47)

Step Two Integrating skills

Reading and writing

1)Read the letter on Page 48 and learn to write a letter according to the instruction.

2)Work in pairs and fill in the blanks.

3)Write two letters to the editor using the information you fill in the blanks.

Step Three Language points

1. pollution n. ---polluting or being polluted 弄脏; 污染; 污垢物

e.g. The environmental(airborne) pollution here is a big problem..

the pollution of the atmosphere 大气层的污染

pollute v.t. ---make dirty; destroy the purity or sanctity of 使脏; 染污

e.g. The river was polluted by the waste water from that factory.

2. breath n. ---air taken into and sent out of the lungs 呼吸; 气息

e.g. His breath on the window melted the frost.

Draw in a breath of fresh country air, please.

bad breath

take a deep breath

take breath

hold one’s breath

lose one’s breath/out of breath

breathe v.t. & v.i. ---take air into the lungs and send it out again; send out; utter

e.g. He was breathing hard when he finished the race.

The patient needs to breathe wholesome air.

breathe again/freely

breathe one’s last

breathe upon

3. limit v.t. ---put a limit or limits to; be the limit of 限制;作为…的界限

e.g. I should limit myself to three aspects of the subject.

limited p.p. ---small; restricted; narrow 少的;有限制的 狭小的

e.g. He seems to have only a limited intelligence.

4. sincere adj. ---(of feelings; behavior) genuine; not pretended 真挚的;真实的

e.g. It is my sincere belief that….

sincerely adv.

e.g. Yours sincerely/Sincerely yours.

Step Four Practising

Vocabulary

Exercises 1 and 2 on Page 122 and Page 123.

The 6th Period(第六课时)

Step One Revision

Read out the letters they wrote to the editor.

Step Two Checkpoint 7

Revise the grammar.

1.How to form the Present Perfect Passive Voice.

2.How to use it.

Point out the useful expressions you’ve learnt in this unit.

Step Three Workbook

3.Do grammar exercises.

4.Integrating skills.

1) Read the passage and fill in the information chart.

2) Finish the exercises.

4)Writing

The 7th and 8th Periods第七,八课时)

Have an exam and explain the paper.

二。 辅导答疑：

Unit 7 SB1A

科目：英语 年级：高一

辅导答疑老师：胡章盛 日期：November,

Answer the students’ questions:

1. 问： 请问老师 “Someone broke in while I went out.”这个句子对吗?

答: 这个句子不对。正确句子应是：“Someone broke in while I was out.”

分析：while 必须用延续性动作，go out 是非延续性动作，因此该句是错误的，但用when 或as句子就是正确的了;非延续性动作go out 可以用 be out 来代替，以表示延续性动作。

2. 问： “爬了6个小时后我们可以到达山顶。”译成“After six hours of climbing, we could reach the top of the mountain.”对吗?

答： 这个句子应译成：“After six hours of climbing, we were able to reach the top of the mountain. ”才对。

分析：表示过去能干某一具体的事情，不能用 could, 只能用be able to 。

3. 问： 老师，应如何分析课文中的这句话?Perhaps this is not always true, but it is true that many of the world’s greatest cities have been built on the banks of the river.

答： (1) 本句是由连词but 连接的并列复合句，第二个分句中用了形式主语it 的句型：It is/was + adj. / n. + that - clause. 句型 It is true + that - clause. =that - clause is true. 其中it 是形式主语，代替后面的真正主语 that - clause。

e.g. It is important that we learn English well.

It is a great pleasure that you come to join the club.

(2) ’s常表示有生命的.东西，但也表示无生命的东西的所有格，如国家、城市等实体，或拟人化的事物。

e.g. the country’s tax system death’s door

the world’s people one week’s time

(3) have been built 是现在完成时被动语态形式，表示“从过去某时起至今;某事曾经被做或某事持续被做”。课文中的这一句属于第一种情况。而下一句属于第二种情况。

e.g. The story has been told from generation to generation.

4. 问： 老师，“她出事了。”用英语“Something has been happened to her.”对吗?

答： 这样说不对。应为：“ Something has happened to her.”

分析：这是被动语态的误用。Happen为不及物动词，而不及物动词没有被动语态。

5. 问： 在“We will not let our history and culture be destroyed, and we would do everything we can to save our city!”中can 后面为何接to save?

答： 你的问题提得很好。

分析：这是个并列复合句。and 后面的分句是个省略句完整的句子为：We would do everything that we can do to save our city!其中that we can do 是定语从句，修饰先行词everything。hat 在引导从句的同时还充当do的宾语，因此可以省略;由于从句的谓语动词与主句的谓语动词相同，所以从句中的do也可以省略。can与后面的不定式to save our city在结构上没有连接关系，不定式在句中作目的状语。该句可归结为do everything (that ) one can (do) to do sth. =do what we can (do) to do sth.。

e.g. We should do everything we can to learn English well.

=We should do everything we can to learn English well.(do后面接宾语从句)

The Exam Paper Unit 7 (SB1A)

命题人: 胡章盛

I.选择填空： (1 × 15=15分)

1.---Every year I go back home in Dalian by train.

---Why not ______ by water for a change?

A. to try going B. trying to go C. to try and go D. try going

2.The house needs ______. The man wants to ______ orders for building materials.

A. decorating…put in B. decorate…put away C. to decorate…put down D. decorate...put out

3.We all know that the clock is used to ______ us the time.

A. have told B. telling C. tell D. give

4.______ is necessary ______ to take off our shoes when we enter the computer room.

A. It…for us B. This...to us C. That…of us D. One…with us

5.The dream of the Chinese people who want to go to outer space ______.

A. have realized B. has come true C. come truly D. realize

6.The teacher told me that he could do everything _____ he could _____ me with my English.

A. which…help B. /…to help C. that…helped D. whom…helping

7.The teaching building can’t be used because of the earthquake. It is ______ .

A. under repairs B. repaired C. being repaired D. under construction

8.Hearing the news that he would be dismissed, he seemed ______.

A. feeling worried B. to feel worry C. being worrying D. to feel worried

9.The number of the people who ______ invited to the wedding ______eighty, but a number of them ______absent for different reason.

A. was…was…was B. were…was…were C. were…were…was D. were…was…was

10.The sportsman didn’t arrive ______the game had begun.

A. unless and until B. untill C. if D. whether

11.______ more than fifty students want to go to the party and the head teacher will have to ______ and say “yes”.

A. In all…give in B. At all…give away

C. After all…give out D. Above all…give over

12.It is reported that the freeway to the mountains ______ by the snow for about three days.

A. cuts down B. have cut off C. has been cut off D. has been cut down

13.The graduates should go ______ they are most needed by the motherland.

A. in which B. where C. there D. in place of

14.The boy ______ on the ground ______ that he ______the dictionary on the shelf.

A. lying…lay…had lied B. lay…lied…had lain

C. lied…lay…was lying D. lying…lied…had laid

15.After arriving at the top of the mountain, ______ the old but the young _____ out of ______.

A. not…was…breathing B. not only…was…the breath

C. not only…were…breath D. not…were…breathe

II. 完形填空：(1.5 × 20 =30分)

It was very late that Mr. and Mrs. Davies took off to do their Christmas shopping. There were only a few 16 more before Christmas, and of course the 17 and streets were terribly 18 , but they had to get 19 for their family and friends, so they 20 early one morning for the down town, and spent several tiring hours buying the things they 21 in the big shops.

22 , Mr. Davies was carrying parcels of all shapes and sizes. He could hardly 23 where he was going 24 he and his wife left the last shop on their way to the railway station

25 home. Outside the shop they had to cross a busy street, made even 26 than usual by the thousands of people who had come by car to do their 27 Christmas shopping.

Mr. And Mrs. Davies had to wait for the traffic lights to turn green, 28 as Mr. Davies could not see very well in front of him, he 29 moved forward into the street without realizing 30 . Mrs. Davies saw this and became 31 . Many times she told him to 32 off the street, but 33 .

Finally she shouted in a voice above all 34 , “Henry! If you want to stand in that dangerous 35 a moment longer, give me the parcels!”

16. A. hours B. days C. weeks D. months

17. A. roads B. city C. houses D. shops

18. A. crowded B. busy C. beautiful D. noisy

19. A. food B. clothes C. presents D. money

20. A. started out B. set down C. went out D. took down

21. A. liked B. wanted C. bought D. used

22. A. By 8 o’clock B. In the daytime C. At dawn D. By lunch time

23. A. know B. find C. see D. realize

24. A. as B. while C. before D. to

25. A. or B. to C. for D. and

26. A. worse B. busier C. better D. noisier

27. A. pleasant B. last-day C. last-minute D. easy

28. A. since B. so C. then D. but

29. A. slightly B. patiently C. merely D. gradually

30. A. them B. her C. it D. him

31. A. worried B. frightened C. sad D. careful

32. A. go over B. come back C. leave out D. turn away

33. A. much trouble B. no hurry C. without success D. too noisy

34. A. voices B. noises C. sounds D. shouting

35, A. position B. situation C. way D. spot

III. 阅读理解：(2 × 10 =20分)

Astronomers(天文学家)have spent hundreds of years searching for signs of life on other planets, using telescope. When they saw the geography of Mars, they thought they could see canals and that this might be evidence of intelligent life on the planet. More recently, however, spacecraft have been sent there to analyze the soil for signs of life. The results were negative and astronomers are now convinced that no life exists on the surface of any other planet in our solar system except Earth. To send a spacecraft far beyond our solar system is not realistic because of the huge distances involved.

Unless life comes and visits us, the only was we are likely to know of its existence is from radio messages. Listening for intelligent extraterrestrial ( 天外来客)---or E.T. ---life is not a new idea, but the techniques now being used offer a much better chance of success than before. Looking for evidence(证据)of life in other solar systems now means using special radio receivers called radio telescopes to listen out for messages. The assumption is that intelligent forms of life would have discovered radio waves and would, like us, be using them to communicate. Through its research work, NASA (国家航空和宇宙航行局) has developed two means of systematically searching for E.T. life. The first method is to select the closest 800 stars like our sun and to direct a radio telescope to scan(细看)each one of them for electromagnetic(电磁)waves. The second way is to survey(眺望)the entire sky, listening for continuous signals which may come from extraterrestrial(地球外的)life. Scientists are looking in the 1000~10000 megahertz(兆赫)frequency range----a range where there are fewer natural radio signals which could interfere with transmissions(传输). By looking for signals in these specific regions, scientists can avoid any confusion that might be caused by receiving a natural radio signal rather than one sent by intelligent life.

NASA’s search in space has already resulted in some discoveries----including sophisticated(尖端的) new communication and medical technologies.

36. The passage tells that _______.

A. no spacecraft been sent to Mars

B. there is no life on Mars because there is no soil there

C. great distances make it a dream to send spacecraft far beyond our solar system

D. astronomers at first used telescope to search for signs of life on heavenly bodies beyond solar system

37. The abbreviation “E.T.” in paragraph 2 stands for ____________ and means ________.

A. extraterrestrial, outside the earth B. extraterrestrial, in our solar system

C. electromagnetic, outside the earth D. electromagnetic, in our solar system

38. We know from the passage that radio telescopes ___________.

A. give us a better chance to find signs of life in outer space because we can see farther away through them

B. offer a much better chance of success in looking for evidence of life in our solar system

C. are supposed to receive radio waves coming from intelligent forms of life in other solar system

D. Both A and B

39. It can be inferred that natural radio signals are sent by _______.

A. NASA B. people on the earth

C. intelligent life in other solar system D. heavenly bodies

40. Which of the following statements may the author be in favor of?

A. NASA is wasting money and time

B. Maybe we are not alone in the universe

C. No life exists on any other planet beside the Earth

D. Signals sent by E.T. life might introduce confusion to the scientists on the Earth

IV. 短文改错：(1×10=10分)

Nov. 18, 2003

Dear editor,

There is a river in the front of my house. When I was a primary 41. ______________

school student, it was used to be a clean and clear river. There were all 42. ______________

kinds of fish in it. We often saw beautiful birds fly just over the water 43. ______________

surface. We used to fish by the river on spring Sundays but swim in it 44. ______________

in summer holidays. What happy it was during my childhood! 45. ______________

But later, a chemical plant was built near the river. From then , a 46. _______________

lot of dirty water has put into the river. It has been polluted seriously. 47. ______________

The green water has turned darkness. No fish can live in the dirty water. 48. ______________

No birds wanted to come to the river. We don’t want to swim in the dark 49. ______________

and dirty river in summer. How terribly the pollution is! 50. ______________

We hope that some measures should be taken to stop the pollution.

Yours,

Wang Ping

用所给动词的正确形式填空：(1.5 × 10 =15分)

51. ----Can you tell me how long Tom and Mary ________________________(marry)?

----For about three years.

52.Mr. John and I ____________(be) friends for ten years. We first got to know each other at a Christmas party. But we ____________(see) each other a couple of times before that.

53.All the preparations for the task _________________(complete), and we’re ready to start.

54.It is reported that the Yellow Crane Tower __________________(visit) by millions of people from all over the world since 1990.

55.The building _______________(destroy) in the earthquake last year, we know that __________(restore) it seems impossible.

56.The students must be made _____________(know) that they should do everything they can _____________(study) English well.

57.Don’t come in without _____________(ask)

.

VI. 根据汉语意思，完成下列各句，每空一词：(0.5 × 40=20分)

58.在医生的帮助下，上午被送到医院的那个人活过来了。

The man who ______ _______to the hospital this morning has ______ ______ ______ ______ ______ the ______ of the doctor.

59.有人告诉他书看完后应放回原处。

Someone told him that the book should be put ______ ______ ______ when ________.

60.人们关心的问题正在讨论。

The problems that the people _______ _______ _______ ________ _______ _________.

61.老师在课堂上讲的都很重要。

______ the teacher _______ in class is of _______ _________.

62.记住离开时把教室的灯关掉。

Remember ______ ______ ______ the lights in the classroom _______ _______ ______.

63.他来到七楼办公室时，已上气不接下气。

When he came to the _______ on the _______ ______, he was ______ ______ _______.

64.在战争中损坏严重的宫殿已得到细心地修复。

The _________ that were _______ ________ in the war _______ ______carefully ______.

Unit 7 SBIA

The key to the exam paper

I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC

II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA

III.(2×5=10分) 36-----40 CACDB

IV. (1×10=10分)

41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_

45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__

V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed

54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked

VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt

The key to the exam paper Unit 7 SBIA

I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC

II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA

III.(2×5=10分) 36-----40 CACDB

IV. (1×10=10分)

41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_

45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__

V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed

54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked

VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt

The key to the exam paper Unit 7 SBIA

I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC

II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA

III.(2×5=10分) 36-----40 CACDB

IV. (1×10=10分)

41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_

45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__

V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed

54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked

VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt

新编高一上 unit7 教案 篇2

教学目标

1.认识“群”“竹”等11个生字，会写“竹”“牙”等5个生字。2.正确、流利有感情地朗读课文，背诵课文。

3.理解课文内容，知道小鸡、小鸭、小狗、小马的爪（蹄）子的不同形状以及青蛙眠的特征。

4、培养学生热爱自然，亲近自然的思想感情。教学重难点

理解课文内容，知道小鸡、小鸭、小狗、小马这四种动物的爪（蹄）子的不同形状以及青蛙冬眠的特征。课前准备

1．生词卡片、课文歌曲、与课文内容一致的雪景动画、课文图画(“小画家”的“图案” 空出，以便同学粘贴小动物的脚印图、多媒体课件)。(教师)2．预习课文；了解哪些动物也来雪地“画画”，哪些动物也冬眠。(学生)课时安排：2课时 教学过程

第一课时

一、谈话导入，激趣入题

师：同学们，你们喜欢下雪吗？下雪的时候，你们喜欢玩什么？(堆雪人、打雪仗、看自己在雪地里的脚印。)那你们有什么样的心情？(非常快乐、开心、高兴等。)有四个调皮的小家伙，一看见下雪了，也跑出来玩了，你们看看，认识他们吗？(贴图：小鸡，小鸭，小狗，小马。)师：小鸭还悄悄地告诉我，它们可不是普通的小动物，它们是雪地里的小画家，这到底是怎么回事呢？今天就让我们一起学习第12课。(板书课文题目。)

二、初读课文，初识字词 1．教师范读课文，学生听读。

2．学生自由读文，边读边圈出生字，多读几遍。3．学生分组读文，互相帮助，读准字音。

三、合作交流，趣味识字 1．出示带拼音的生字。(1)学生自由读生字。(2)教师指名读生字。

(3)教师指导学生认识笔画“横折弯钩”。(4)学生齐读生字。2．出示去掉拼音的生字。

师：同学们，这些生字宝宝摘掉拼音帽子，你们还能认识它们吗？我相信，大家肯定有很多记住这些生字的好办法。那么，就请你把自己的好办法说给你的小组同学听吧！看谁记的字最多！

(学生以小组为单位识字、记字，再互相考一考。)3．教师检查学生的识字情况。

(1)谁愿意把你记字的办法说给大家听？(应注重培养学生在生活中识字。)(2)教师指名读字卡。(3)开火车读字卡。(4)男女生赛读字卡。

(5)“猜字”游戏。(一人指字，大家做口形或动作，一人猜字。)(6)“找字”游戏。(一人读字，大家举起相应的字卡。)

四、再读课文，整体感知 1．指名读课文，大家评价。2．同桌互听互读。3．齐读课文。

五、指导写字，养成习惯

出示要写的字“竹”“牙”“马”“用”“几”。1．教师指导笔顺，学生书空。

2．学生观察每一笔在田字格中的位置。

3．教师范写“竹”“马”“几”，指导笔顺“横折弯钩”。4．学生描红，练写生字。

六、作业布置：抄写生字。

第二课时

一、听歌导入，复习检查 1．播放歌曲《雪地里的小画家》。

大家一定会觉得很奇怪，《雪地里的小画家》原来还被编成了好听的歌曲。想不想学唱这首歌？ 大家今天一定要认真听课，积极发言，我们完成任务后就用剩下的时间学唱这首歌，好吗？

2．出示课件、依次检查生字，认读词语。3．指名朗读课文，齐读课文。

二、逐句学习，理解课文

齐读课文，找找这篇课文共几句话。(一)学习第1、2句。

1．出示多媒体课件。学生自己读第1句，体会感叹号的读法。引导学生读出喜悦、惊喜的心情。指名读。

2．第2句联系课文和实际情况重点理解“一群”。(小鸡来了是不是“一群”？小狗来了是不是“一群”？小鸡、小狗、小鸭、小马都来了是不是“一群”？)(二)学习第3句。

1．播放课件：白雪纷纷扬扬落下，伴随着美妙的轻音乐，小鸡、小狗、小鸭和小马分别在雪地留下清晰的“脚印”，学生看后再读文。2．启发学生：你们读懂了什么？(学生畅所欲言)3．教师出示图片，让学生观察动物踩出的脚印形状，指四名同学在准备好的课文图画贴上合适的脚印图案。4．指导学生读课文第3句。5．为什么他们画出的脚印不一样呢？

学生分组讨论，汇报结果，教师适时点拨。(他们脚的形状不同所以踩出的脚印也不同，小鸡是爪子，所以踩出的脚印像竹叶；小狗的爪有厚厚的肉垫，所以踩出的脚印像梅花；小鸭的脚中间有脚蹼，所以踩出的脚印像枫叶；小马的蹄子踩出的脚印像月牙。)6．拓展教学：你知道还有哪些小动物还能画竹叶、枫叶、梅花和月牙？请你当小诗人来编一编、写一写。

3(三)学习第4句。

1．孩子们，如果我们想画画要用笔和颜料画很长时间对不对？小动物们却不用，现在让我们齐读第4句，看看他们是怎样画得又快又好的。

2．你们从哪些地方读出小动物们画画非常简单，而且画得又快又好。(学生自由回答：不用颜料、不用笔、几步等。)3．朗读这句话，你仿佛看见了什么，感觉到了什么？

4．指导读法：在轻快活泼的语调中，读出“小画家”们兴奋的心情及几步就能画成一幅画的自豪感。

(指名读、齐读、比读、表演读)(四)学习第5句。

1．这些小动物们的画画得这么好，让人看着真喜欢。可是有一只小动物却没有来参加，你们知道是谁吗？(青蛙)2．出示多媒体课件，学习齐读第5句。3．教师指导学生读出疑问的语气。(五)学习第6句。

1．青蛙为什么没来参加呢？他去串门了？还是在吃饭？(他在洞里睡着啦。)2．青蛙真懒，大家都在画画儿，他居然睡觉，我们快去叫醒他，好吗？(不行，他正在冬眠。)3．教师指名回答，适时点拨：什么是冬眠？还有哪些动物需要冬眠？(蛇、刺猬等动物也冬眠，借此检查学生课前预习情况。)

三、回顾全文，熟读成诵 1．齐声有感情地朗读课文。

2．播放课件，学生根据情境背诵课文。3．学生自编动作背诵课文。

四、总结全文，学唱歌曲

1．说一说：学生谈谈通过今天的学习有哪些收获。

2．画一画：动手画，感知本课或学生知道的其他“小画家”的作品。3．写一写：找到其他冬眠的小动物，按课文最后两句仿写诗句。

4．想一想：(1)雪地里还会来哪些新的“小画家”，他们会画出怎样的作品？

4(2)还有哪些小动物没参加？为什么？ 5．唱一唱：学唱《雪地里的小画家》。

五、作业布置

背诵课文给你的家人听。板书设计

12雪地里的小画家

小鸡

竹叶

下雪啦

小狗

梅花

小鸭

画

枫叶

小马

月牙

教学反思乌鸦喝水

教学目标

1.会认“乌”“鸦”“处”等11个生字，会写“只”“石”“多”等5个生字，学习“攵”1个偏旁。

2.正确、流利地朗读课文，知道乌鸦是用什么办法喝着水的。

3、明白遇到困难应仔细观察、认真思考的道理。教学重难点

1.掌握本课所学生字，能够按笔顺准确、规范地书写生字。2.正确、流利地朗读课文，感悟课文内容。课前准备

1．制作多媒体课件，准备乌鸦图片、生字词卡片。(教师)2．预习课文，拼读生字，自主朗读课文。窄口透明瓶子(透明饮料瓶子)、小石子、水。(学生)课时安排：2课时 教学过程

第一课时

一、激趣导入，随题识字

导入：1.今天，老师给你们带来了一个新朋友，你们看——(出示乌鸦图片)他是谁？同学们说对了，他就是乌鸦。(板书：乌鸦)识记“乌鸦”这两个字(没眼睛的小鸟眼前一片“乌”黑，鸟前长牙就念“鸦”)。齐读。教师简介乌鸦。

2．乌鸦虽然长得不好看，叫声也不好听，但他却十分聪明，这节课我们就来学习一篇关于他的小故事。看看他是怎样利用自己的智慧喝到水的。(板书：喝水)3．齐读课文题目，注意“水”是翘舌音。

二、初读课文，识记生字 1．读课文。

(1)教师范读，要求学生注意听准字音、注意停顿。

(2)借助拼音，自由大声地朗读课文，边读边画出不认识的字词，并借助拼音多读几遍。2．认读生字词。课件出示带拼音词语：

wū yā dào chù

bàn fǎ pánɡ biān

xǔ duō 乌鸦

到 处

办 法

旁

边

许 多

shí zǐ fànɡ jìn

zhǎo shuǐ kàn jiàn yì zhī

kǒu kě 石 子

放 进

找

水

看 见

一 只

口 渴(1)指名开火车朗读，师生正音。(2)去掉拼音读。3．整体感知。

(1)怎样判断课文有几个自然段？(自然段的前面有两个空格。)(学生小声自由快速读课文，标出自然段。)(2)指名按自然段读课文，注意读准字音。

师生以“五不”要求(不错读、不添读、不漏读、不回读、不破读。)评议学生朗读情况。

三、问题入手，朗读感悟

1．乌鸦是用什么办法喝到水的？请大家读一读课文。(乌鸦把小石子一颗一颗地放进瓶子里。瓶子里的水渐渐升高，乌鸦就喝着水了。)2．朗读课文第3自然段，识记、书写“石”字。

(1)瓶子里的水是怎样升高的？(渐渐)能换个词吗？(慢慢、一点一点)用“渐渐”说一句话。教师引读：瓶子里的水渐渐升高，乌鸦就——(喝着水了)。(2)瓶子里的水为什么会渐渐升高呢？(放进了小石子。)识记、书写“石”字。教师在田字格中书写，强调注意笔顺，第二笔是撇，要舒展一些。书空、动笔写。学生组词(石碑、石头等)。

(3)乌鸦是怎样把小石子放进瓶子里的？(一颗一颗)从这个词语我们可以看出什么？(小石子多、小乌鸦做事认真、有耐心……)

(4)指导学写“多”字。注意音节是三拼音，介母不要丢；书写时上下两个“夕”要竖直摞起来。

(课件出示“乌鸦把小石子一颗一颗地放进瓶子里。”)(5)认读“放”字，学习“反文旁——攵”。(6)指名朗读句子，教师相机指导。(7)齐读第3自然段。

3．为什么乌鸦放进瓶子里的是“小”石子？而且要“一颗一颗”地放进瓶子里呢？下节课我们继续学习。

四、布置作业

1．准确认读要求会认的字。2．书写生字“石”“多”。3．正确、流利地朗读课文。

第二课时

一、复习巩固，导入新课

1．认读生字新词。指名读、齐读。2．指名朗读全文。

3．思考：乌鸦是怎么喝到水的？

二、精读感悟，随文识字 1．过渡。

上节课，我们知道了乌鸦把小石子一颗一颗地放进瓶子，瓶子里的水渐渐升高，他就喝到水了。那么，他为什么会用往瓶子里放小石子的办法来喝水呢？请同学们好好地读课文第1自然段，用横线画出相关的句子。2．以读代讲，感悟交流。

出示第1自然段：一只乌鸦口渴了，到处找水喝。乌鸦看见一个瓶子，瓶子里有水。但是，瓶子里水不多，瓶口又小，乌鸦喝不着水，怎么办呢？

(1)因为瓶子的特殊性——瓶口又小，水又不多，使得乌鸦即使看到了水，也喝不到。他此时是什么样的心情(着急)。指导朗读。

(2)小乌鸦为什么这么着急呀？你是从哪句话知道的？指导读第1句话。(出示卡片：“到处”“找水”。)读词，注意“处”“找”都是翘舌音，用顺口溜识记“处”“找”。乌鸦会到哪去找水喝呢？试着用“他也许去____找，也许去____找。”这个句式说一说，理解“到处”。指导朗读。

(3)乌鸦这么辛苦到处找水喝，当他看到一个有水的瓶子时，他的心情会怎么样？指导读第2句话。

(4)师生配合读这一自然段。

一只乌鸦口渴了——(到处找水喝。)乌鸦找呀找呀，终于——(乌鸦看见一个瓶子，瓶子里有水……)

三、情境再现，明白道理

1．这只口渴的乌鸦喝到水了吗？他是看见了什么才想出办法来的？ 2．是什么样的石子？有多少？ 指导朗读第2自然段。

3．乌鸦能喝到水，不仅因为他勤于动脑，还因为他——(善于观察)。乌鸦终于喝到了水，你们高兴吗？下面请同学们再大声朗读课文，想象并体会一下乌鸦的心情变化。学生自由大声朗读课文。4．指名读全文。

这真是一只——(聪明的乌鸦)。你们想做一次乌鸦吗？我们一起来看看乌鸦是怎 8 么喝到水的，好吗？

学生做向饮料瓶子里放小石子，水渐渐升高的实验。通过“许多”“小石子”“一颗一颗”体会、感悟作者用词的准确。

四、入情入境，合作表演 1．同桌练习。

同桌配合：一人读课文，一人扮演小乌鸦，可以加动作。教师相机指导。2．一组或多组上台表演。

五、质疑问难，开拓思路

假如周围没有小石子，你能帮助乌鸦想想别的办法吗？ 学生互相交流，指名说一说。

六、指导书写

1．出示“只”“出”“见”这三个字。2．尝试给生字组词。

3．观察字的结构，说说书写时注意点及每一笔在田字格中的位置。

“只”的下半部分“八”要注意不要和上半部分的“口”挨上。“见”的第三笔撇和第四笔竖弯钩要挨在一起，不要写成“儿”。4．教师范写，学生书空。

七、布置作业

1．书写本课生字新词。

2．把这个小故事讲给爸爸妈妈听。

3．读一读《伊索寓言》或者有关乌鸦的故事。板书设计

13乌鸦喝水

乌鸦口渴了→找水喝→看见一个有水的瓶子（水少，瓶口小）→将石子投进瓶子里→喝着了水 教学反思 小蜗牛

教学目标

1.会认“住”“孩”“玩”等12个生字，会写“对”“妈”“全”等4个生字。认识“”1个偏旁。

2.正确、流利地朗读课文，读准字音。3.能借助图画，讲述故事主要情节。

4、了解课文内容，培养学生对大自然的喜爱之情。教学重难点

掌握本课所学生字，能够按笔顺准确、规范地书写生字。课前准备

1．制作多媒体课件；准备歌曲《蜗牛与黄鹂鸟》MV；制作蜗牛图片、生字词卡片和小蜗牛和蜗牛妈妈头饰；查找资料了解四季特点，搜集描写四季的古诗词。(教师)2．预习课文，拼读生字，自主朗读课文；了解四季的特点。(学生)课时安排：2课时 教学过程

第一课时

一、歌曲导入，激发兴趣

1．播放歌曲《蜗牛和黄鹂鸟》MV，请同学们听一听这首歌唱的是哪两种小动物。你们见过蜗牛吗？这节课我们就来学习一篇关于小蜗牛的故事。(板书：小蜗牛)2．学生齐读课文题目。(出示蜗牛图片)师生简介。3．学写“牛”字。

强调书写时要注意第一横短，第二横长，竖写在竖中线上。

4．这篇课文讲的是小蜗牛的什么事呢？让我们一起到课文中去寻找答案吧！

二、整体感知，扫清障碍

1．教师范读课文，学生注意字音和停顿。2．学生自由读课文，同桌间互助认读生字。3．检查识字情况。课件出示带拼音词语：

zhù zài hái zi wán quán biàn huí

fā yá 住 在 孩 子

完 全

变

回

发 芽 hǎo jiǔ

wō niú

wán bɑ

pá yɑ pá 好

久

蜗 牛

玩 吧

爬 呀 爬

指名开火车认读，师生正音，注意下列生字的发音：“子”是平舌音，在“孩子”一词中读轻声；“住、树”是翘舌音；“吧、呀”是轻声。有错及时纠正。4．学习新部首“ ”。5．整体感知，学写生字。

导学：生字我们都认识了，再读课文，你能把它读好吗？请大家再一次自由地大声朗读课文，争取把字音读得更准确，句子读得更通顺，同时标出课文的自然段。(1)学生大声自由读课文，标出自然段。(2)指名按自然段读课文，注意读准字音。

师生以“五不”要求(不错读、不添读、不漏读、不回读、不破读。)评议学生朗读情况。

(3)想一想，这篇课文是通过什么形式来向我们讲述这个小故事的？(4)学写“对”字。

①观察“对”字在田字格中的位置。

②教师范写，强调“又”变成部首时第二笔是点，不是捺，右边的“寸”要比“ ”低一点，最后一笔点写在田字格的十字交叉点上。③学生动笔写一写。

三、图文结合，朗读感悟

1．小蜗牛和妈妈一共进行了几次对话？你是怎么找到的？ 在学生的交流中，认识冒号、引号，并简单了解用法。2．你能找到他们的第一次对话在第几自然段吗？ 指名朗读第2、3自然段，教师相机正音。

3．这次对话讲述的是什么时候？蜗牛妈妈让小蜗牛去哪干什么？(1)指名读第2自然段。(2)交流、汇报教师提出的问题。

11(3)学写“妈”字。

①用加一加的方法记住这个字。②观察“妈”字在田字格中的位置。③教师范写，强调“女字旁”。④学生动笔写一写。

4．从这个自然段中，你还知道了什么？(春天来了，小树发芽了。)你知道春天还有哪些特点吗？

预设：燕子从南方飞回来了、小草从地下钻出来了、小河里的冰融化了…… 5．图文结合，指导朗读。

导学：蜗牛妈妈是怎么对小蜗牛说的呢？

(1)看第一幅图，观察小蜗牛和蜗牛妈妈在一起时的表情和姿态，想象一下，这对母子感情怎么样？(很好、很幸福)蜗牛妈妈会怎样对小蜗牛说话呢？ 学生自由练读。

(2)指名朗读，注意声音要轻柔，语速可以稍慢，读出妈妈对小蜗牛的疼爱。(3)小蜗牛看到蜗牛妈妈说的景象了吗？(没有)为什么？你是怎么知道的？ 指导读第3自然段第1句话。(“爬呀，爬呀”和“好久”要重读，而且语速要慢。)(4)那他看到了什么？

出示第二幅图，说一说小蜗牛看到的草莓什么样？(又大又红)(5)指导朗读第3自然段小蜗牛的话，要读出小蜗牛的天真无邪。

(6)同桌分角色朗读小蜗牛和蜗牛妈妈的第一次对话，并评出最优秀的到前面戴头饰表演。

6．小蜗牛在春天出发，爬了好久才回到家，告诉妈妈他看到的景象，接下来又发生了什么有趣的事呢？下节课我们继续学习。

四、作业布置

将小蜗牛的故事讲给家人听。

第二课时

一、复习巩固，导入新课

1．认读生字新词。指名读、齐读。

2．学生看图复述小蜗牛和蜗牛妈妈的第一次对话。

3．小蜗牛又看到的是什么季节的景象呢？让我们快到课文中去找找吧！

二、自主学习，感受四季特点 1．自然过渡，学习第二次对话。

谁知道小蜗牛接着看到的是什么季节的景象？请同学们读一读小蜗牛和蜗牛妈妈的第二次对话。你是从哪句话知道是夏天的，用横线画出来。出示第二次对话内容：

蜗牛妈妈说：“哦，已经是夏天了！快去摘几颗草莓回来。”

小蜗牛爬呀，爬呀，好久才爬回来。它说：“妈妈，草莓没有了，地上长着蘑菇，树叶全变黄了。”

(1)这部分是谁说的？请你读一读。你能用妈妈对孩子说话的语气来读一读这部分吗？

(2)理解“已经”一词，用“已经”说一句话。

预设：我已经是一名小学生了。我已经吃完早饭了。(指导朗读蜗牛妈妈的话，注意重读“已经”这个词。)(3)从蜗牛妈妈的这句话中你还知道了什么？ 预设：蜗牛妈妈让小蜗牛去摘几颗草莓。蜗牛妈妈让小蜗牛快去摘几颗草莓。

(4)小组交流：小蜗牛摘到草莓了吗？为什么？它又看到了什么？

预设：小蜗牛没摘到草莓，因为草莓没有了，它看到了树叶黄了，地上长着蘑菇。(5)指名全班交流。

(6)指导朗读第二次对话。注意读出小蜗牛和蜗牛妈妈的不同语气。①自由练读。②指名朗读。③分角色朗读。

2．自主学习第三次对话。

蜗牛妈妈让小蜗牛去摘草莓，可它没摘到，这是为什么呢？下面请同学们小组合作，自学第三次对话。(1)出示自学提示：

①小蜗牛和蜗牛妈妈的这次对话与前两次有什么不同？ ②用横线画出蜗牛妈妈让小蜗牛干什么的句子。

③用浪线画出小蜗牛说的话，多读几遍，说一说你知道了什么。④从最后一个自然段中你读懂了什么？(2)小组之间交流，教师巡视。(3)指名交流。

三、角色朗读，情境再现 1．三人小组合作分角色练读。

提示：注意角色分配(一人旁白、一人小蜗牛、一人蜗牛妈妈)。2．指名分角色朗读。3．评选出最佳选手。

四、仿照课文，练习对话

导语：同学们，这篇课文通过小蜗牛和蜗牛妈妈的三次对话，向我们介绍了一年四季的不同景色，你能用对话的方式来介绍一下你眼中的四季吗？ 小黑板提示：

________对________说：“____________________。已经是春天了！” ________对________说：“____________________。已经是夏天了！” ________对________说：“____________________。已经是秋天了！” ________对________说：“____________________。已经是冬天了！” 1．学生小组讨论，教师相机指导。2．指名说一说，师生评议。

五、指导书写

1．出示“全、回”两个字。2．尝试给生字组词。

3．观察字的结构，说说书写注意点及每一笔在田字格中的位置。4．学生独立书写，同桌互评，互相借鉴，教师巡视指导。

5．学生书上描红，体验自己书写与书中不同之处。6．学生再写，班级展示。

7．反馈交流，展示评议，评选“小小书法家”。

六、作业布置 抄写生字。板书设计

14小蜗牛

春天

夏天

秋天

冬天

小树发芽

长满叶子

树叶黄了

地上盖着雪

教学反思

口语交际之“小兔运南瓜”教案设计

教学目标

1．动脑筋想出小兔把南瓜运回家的办法，培养学生丰富的想象力和创新意识。2．积极参与讨论，能把自己想到的办法说清楚，并能对别人说的办法进行评论。课前准备

课文图；多媒体课件。(教师)教学过程

一、创设情境，设疑导入

(课件演示)一只可爱的小兔蹦蹦跳跳地来到南瓜地里，看见一个大南瓜。他高兴极了，想把南瓜运回家，可是抱不动。他愁眉苦脸地说：“我怎么才能把这个大南瓜运回家呢？”

师：你们认识这只小动物吗？喜欢他吗？ 生：认识，是小兔。喜欢！

师：这么可爱的小兔遇到什么难题了？为什么愁眉苦脸的呢？ 生：他想把大南瓜运回家，可是他抱不动。师：小朋友，咱们现在就一起来帮助小兔想办法，好吗？ 生：好。

二、全班交流，展示表达

师：我们怎么帮小兔啊？快快转动你们的小脑袋想一想吧！想好了就马上把你的办法告诉小兔，好吗？

生：小兔可以请好朋友小灰兔、小牛、小羊帮忙把南瓜抬回家。师：这种办法是请别人帮忙。真不错！还有其他的办法吗？ 生：我可以帮小兔把南瓜抱回家，也可以背着南瓜回家。师：你可真是个“大力士”啊！

生：小兔可以把大南瓜立起来，滚着往前走。

师：噢，自己解决问题，把南瓜当成车轮啦！这个办法真好！

生：小兔，我也有一个办法。你可以找根绳子拴住南瓜，把它拉回家。师：有道理。这个办法能从实际情况去想，让小兔自己克服困难。生：小兔，你也可以找来一根木棍，撬着移动南瓜，然后把南瓜运回家。师：这种办法也是自己克服困难，不过挺费劲的。还有更巧妙的办法吗？ 生：小兔可以向别人借车运大南瓜。师：向谁借车？借什么车？

生：向邻居借车，有小货车最好，推车也行。师：先求助别人，再自己运。

生：小兔可以用许多打了氢气的气球拴住大南瓜，然后把南瓜运回家。师：很有创意！

师：你们真棒！想的办法真多。我把掌声送给你们。

师：(过渡)刚才大家都积极动脑，大胆发言，说出了自己想的办法。你们的办法都不错，可是小兔不知道选哪种办法好啦！现在请你们帮助小兔参谋参谋，他应该选哪种办法。

三、讨论评议，注重表达(学生分组讨论后汇报。)生：我觉得用抱或背的办法不好，因为这样很费劲又很慢。第3种办法把南瓜立起来滚回家就很好。

师：对呀，如果路平好走，自己推着南瓜滚回去的办法就挺好。

生：我认为向别人借车运南瓜的办法好，又快又轻松。师：如果路陡难走，用小车运的办法就不错。

生：用气球运南瓜的办法好，很省力。(许多生：不好，不好。)师：为什么不好？

生：万一气球撞到树上或者被什么东西扎了就会破，南瓜就会掉下来摔坏，那就白费力气了。

师：看来这办法还不容易实施呢。

生：我觉得第4种和第5种办法不好，小兔小，南瓜大，用绳子拉或用木棍撬着移动都太费劲。

师：是啊，这对小兔来说都太不容易做到了。

生：我觉得还是第1种办法好，自己搬南瓜很费劲，请好朋友小灰兔、小牛、小羊帮忙抬，就比较轻松了，“人多力量大”。

师：你们说的都很有道理。老师替小兔谢谢你们！以后我一定要向你们学习，遇到事情多动脑筋想办法。

四、拓展延伸，学科综合

师：(课件播放音乐)我们用自己喜欢的办法帮小兔把南瓜运回了家，现在就请每位小朋友选一种运南瓜的办法把它画下来，也可以和好朋友一起画。回家后把小兔运南瓜的故事讲给爸爸妈妈听。

教学反思

语文园地八指导方案

教学目标

1．认识多种职业，学习在生活中识字。(重点)2．通过读词语来巩固会认的生字并积累词语。(重点)3．会正确朗读并背诵古诗《风》，激发学生阅读积累古诗的兴趣。(难点)4．掌握书写祝福话语的格式。(难点)5．掌握书写规则。(重点)6．了解中国民俗特色。课前准备

1．课件、图片、制作精美的贺卡。(教师)2．词语卡片、彩纸。(学生)课时安排：2课时 教学过程

第一课时

一、激趣导入

1．设疑：同学们，能说说自己的亲人在哪里工作，是什么职业吗？ 2．学生畅所欲言，互相交流。

3．教师小结：通过今天的交流，同学们知道了很多职业名称。现在，我们就来认识这些工作地点和职业名称吧！

二、识字加油站

1．课件出示“趣味识字”内容。

师：同学们，让我们和这些名称打个招呼吧！热情地叫出它们的名字。(学生齐读)2．认识“工、厂、医、院、生”，指导识记。

3．指导书写“工、厂”，学生写完后在小组内展示评价。(在学生书写之前教师要提醒学生注意写字姿势。)4．学生交流：说一说自己还知道哪些职业。

三、字词句运用 1．读一读。(1)出示词语卡片。

果皮 树皮 加法 办法 旁边 两边 许多 也许 到处 四处 学生 生气

(2)多种方式读词语：领读、学生齐读、开火车读。(3)说说每组词语的意思。

(4)继续扩词，积累词语。让学生用“皮、法、边、许、处、生”继续组出不同的词语。

2．写祝福语。

(1)教师出示多种贺卡，让学生欣赏祝福语。(2)课件演示祝福语的格式。

教师引导学生说一说：给谁写，我们要顶格写。然后空两个格(大概两个字的位置)写上祝福的话。最后要写上我们的名字。(3)说一说你准备给谁写，写什么话。(4)一起试着做一张贺卡。(5)展示自己制作的贺卡。

四、书写提示

1．指导学生观察“小、水”的书写过程。

2．让学生说说这两个字书写过程中共同的笔顺规则。3．教师强调“先中间后两边”的笔顺规则。4．指导学生观察“月、问”的书写过程。5．学生共同总结“先外后内”的笔顺规则。6．学生练写“小、水、月、问”。

第二课时

一、谈话导入，激发兴趣

在我们的生活中有很多的美，就看你有没有一双善于发现的眼睛。今天呀，老师为你们介绍两个新朋友，看看他们在生活中都发现了什么？

二、故事导趣，形象背诵

1．讲《画风》的故事。一个老画家给他的弟子出了一道题目，要求他的弟子画 19 出风的样子。周围的人听后都说风没有形状，也看不见样子，该怎么画？老画家的弟子们开始画画了。一会儿弟子们画完了，老画家非常高兴。你们想看一看这几幅画吗？

2．出示图画，(按照诗句的顺序出示)说一说你看到风了吗？(引导学生说出从哪些现象可以看出风的存在。)3．我们为这几幅画配上诗句吧。课件按图片依次出示诗句，引导学生按照图画背诵。

4．这么美的一首诗是唐朝诗人李峤写的。这首小诗也是一则谜语，同学们回家要背给爸爸妈妈听，让他们猜一猜诗里面写的是什么。

小结：看看古人多了不起呀！我们中华民族是一个伟大的民族，作为一个中国人我们感到骄傲。

三、快乐积累，了解民俗

1．同学们知道过大年吗？能说一说过年之前你们家里都要做些什么吗？ 2．中国农历新年称为春节，是中国最隆重的传统节日，也是团结、兴旺的象征，同时也是对未来寄予新的希望的佳节。据记载，中国人过春节已有4000多年的历史。为了迎接新年的到来，我们要做好多事情，快一起读一读，看看我们都要准备什么。

3．学生自由读童谣。

4．说一说这首童谣中你哪里没读懂。预设：(1)腊八：就是农历的十二月初八。

(2)糖瓜：用麦芽糖做成圆圆的小南瓜的形状。这种糖很粘，会粘住牙齿，让我们说不了话。(可以讲一讲灶王爷的故事)(3)熬一宿：就是一晚上不睡觉。5．齐读童谣。

四、布置作业 回家和家里人猜谜语。按笔顺规则书写“小、月”。